Implementation of Lesson Study to Improve Learning Activities in

Biological Students

Nurhasanah

, Zulkifli Ahmad

, Suparman

and Fatma Hamid

Biology Education Study Program, Khairun University, Ternate, North Maluku-Indonesia

Laboratory of Biology, Khairun University, Ternate North Maluku-Indonesia

Physics Education Study Program, Khairun University, Ternate-Indonesia

Keywords: Basic Biology, Jumping task, Lesson study, Sharing task.

Abstract: Lesson Study is a collaborative teaching profession that has been known for a long time in developed

countries initiated in Japan. The lesson study development for the teacher / instructor applies the principles

of collaborative learning. In Japan, Lesson Study is known as part of a teaching culture system that

implements how to share a "share" of professional culture in learning in order to develop learning, enrich

classroom activities, and transform the school environment for the better. The main objective of the

application of LS is to improve the lecture process by increasing learning activities and increasing

collaboration among students. The research team is interested in applying learning through Lesson study

with jumping tasks. The results showed that there were several forms of activities carried out by students,

namely activities carried out in groups and activities carried out individually. Student activities that were

seen were emotional activity (95%), psychomotor activity (81%), visual activity (68%), mental activity

(59%), and oral activity (54%). All activities carried out by students are positive in order to increase their

concentration in the learning process. This can be seen from the learning outcomes obtained. Of the 37

students who took the study skills test, as many as 95% who had achieved scores above the minimum

criteria, and only 2 students who experienced remedial with a score of 65 (5%).

1 INTRODUCTION

Lesson Study (LS) is a form of collaborative

teaching profession that has been known for a long

time in developed countries initiated in Japan

(Hollingsworth & Oliver, 2005). Lesson Study, in

general, can be interpreted as fostering teachers /

instructors by applying the principles of

collaborative research. Lesson Study in Japan is

known as part of a teaching culture system that

implements ways to share "share" professional

culture with learning in order to develop learning,

enrich classroom activities, and transform the school

environment for the better (Arani, Keisuke, &

Lassegard, 2010).

The main purpose of implementing Lesson

Study is to improve the lecture process by increasing

learning activities and increasing collaboration

between students. The research team was interested

in applying basic biology learning to crossing

material through lesson study by jumping task.

This form of assignment by jumping task is basically

to provide assignments to solve problems with

higher levels (Hobri and Susanto, 2016).

2 METHOD

This research is the result of the development of the

application of Learn lessons that have been carried

out by Suparman and Nurhasanah in the

Biochemistry course at the Biology Faculty of

Teacher Training and Education Sciences at Khairun

University in the 2016-2017 academic year.

This research was also applied to other subjects,

namely basic biology courses for second semester

students T.A. 2017-2018.

In general, the implementation of lesson study

implements 3 stages, namely the plan stage, the do

class (open class) and see (reflection).

The implementation of Lesson Study at FKIP

Khairun University has also been applied by

Biology Education Study Program lecturers which

260

Nurhasanah, ., Ahmad, Z., , S. and Hamid, F.

Implementation of Lesson Study to Improve Learning Activities in Biological Students.

DOI: 10.5220/0008900502600263

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 260-263

ISBN: 978-989-758-439-8

shows the observation that student activities in

biochemical learning have increased in cognitive,

skill and attitude aspects (Suparman & Jusuf, 2017).

2.1 Data Collection

Data to be taken and processed is collaboration data

and student activities. This collaboration and activity

observation uses video and photo recordings that

start from the beginning of the lesson to completion

by involving trained observers.

A trained Observer is an observer who can

capture the unique activities of division that are

thought to increase reducing and improving the

learning process. The allegation is based on the

results of the video and photo analysis that was

confirmed by cognitive values and student version

reflections on the learning.

2.2 Data Analysis

Analysis of the results of the research data was

carried out by the observer together with the model

lecturer by analyzing the learning videos and the

results of the tests carried out by students with

student reflection sheets. Cognitive data is taken

from the gain of the pre-test and post-test while the

student activity data is quantified from the

collaboration observation sheet and student activities

as follows:

P = f / n x 100%

Explanation:

P= percentage score of student activity

f = frequency of student activity

N= the maximum number of expected activities

Plan design:

Together with colleagues

determine goals and ways of

learning together

Determining target students

Determine collaboration, task:

task sharing and jumping task

Determine the improvement of

student abilities

Figure 1.1: An example of a

lesson design called future

mapping.

Do:

Model teacher : - carry out in

accordance with the joint design plan

; - become a learning facilitator

Observer actively observes and

details, details, and specifics with

recording devices, videos /

camcorders. Trying the camera does

not interfere with the learning process

and does not interact with students

See

Analyze observations in small

groups (4 people)

Analyzing student learning

processes

Figure 1.2: Example

observer in LSLC. Active

and specific. Observation

photo of SDN 52 Ternate.

Figure 1.3: Examples of

detailed observer results that can

be analyzed in reflection (right

female students have friends

who have not). Photos of

observations from SDN 52.

Ternate

Implementation of Lesson Study to Improve Learning Activities in Biological Students

261

3 RESULT AND DISCUSSION

The results showed that there were several unique

activities of students during the learning process that

were recorded and recorded.

Individual activities carried out by students are

working on tasks / questions independently with

enthusiasm. Group activities carried out by students

are when there are students who do not understand

the material or task instructions given by the

lecturer, asking other students who understand better

or ask the lecturer about things that have not been

understood.

Student's unique activities observed individually,

are one of the ways students try to concentrate when

delivering material by lecturers (lecturers). This is

positive if we know and how to respond well. In

groups, student activities are observed in the form of

their social activities when interacting with fellow

participants. There are students who are able to do

the assignments / questions willing to explain / guide

other students if asked. In addition, students also

look active and enthusiastic in doing tasks /

questions both as questioners and answer

explanations.

Activities in this group are active collaborations

observed between fellow students, as well as

between lecturers and students. Based on data

obtained during the learning process, it is known that

student activity in learning is as much as 95% for

emotional activity. This activity is in the form of

student enthusiasm for the material delivered by the

lecturer and always helps friends in his group.

Activities with the next highest value are

psychomotor activity (writing). This activity shows

that students write more or record what is delivered

by lecturers, with the number of students doing

activities is 81%. The next activities that were

observed were visual activity at 68%, mental activity

(59%), and oral activity (54%).

Figure 1: Student Learning Activity.

Based on the values of the protest and post-test

that were tested on students, it was shown that the

average student learning outcomes experienced an

increase even though it was not yet categorized as

significant. With a standard criteria for graduation of

70, two people who have not obtained a minimum

standard criteria for graduation criteria, with a value

of 65. Of the 37 students who took the test of

learning ability, as many as 95% had reached the

minimum criteria, and only 2 students experiencing

remedial with a value of 65 (5%).

Figure 3. Average Student Value.

Study aimed at teachers / lecturers because it has

provided benefits and opportunities for teachers /

lecturers to be able to: (1) support for further goals,

certain material that will be taught to students /

students, (2) Learning for the benefit of future

students / students, for example about the

importance of learning, developing perspectives and

ways of thinking students / students, as well as

student / student love for science, (3) studying about

the best things that can be used in learning through

learning from other teachers / lecturers, (4) learning

about learning activities material or lessons, (6)

compiling collegial learning skills, in the sense that

the teacher / lecturer can learn from each other about

what is considered lacking, both about knowledge

and skills in teaching students / students, and ( 7)

developing "Eyes to See Students" (Kodomo Wo

Miru Me), in the sense that the observers are present

(observer), learning about student / student learning

can be more detailed and clear

Based on real experience in the classroom,

Lesson Study can be the foundation for the

development of learning in the classroom. Teachers /

lecturers can play a dual role, namely as a facilitator

for students / researchers and researchers in learning.

The existence of a learning community can also get

to know Lesson Study activists from various

backgrounds and varied disciplines. In addition, the

existence of a learning community can also add

insight and deepen our knowledge of Lesson Study.

We can take part in open classes in schools or other

educational institutions, so that our knowledge and

experience will increase. Through Lesson Study, we

can apply in the education environment (FKIP

Khairun University) and can be used as an academic

ICTL 2018 - The 1st International Conference on Teaching and Learning

262

culture in target schools or FKIP partners. The hope

is through this Lesson Study culture that we can

improve the quality of our learning.

4 CONCLUSIONS

By implementing Lesson study, we can conclude the

following:

Lesson Study provides an understanding of various

unique activities of students during the learning

process. The teacher can know the timing of

jumping task or when students' understanding begins

to increase

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Hollingsworth, H., & Oliver, D. 2005. Lesson Study: A

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Pembelajarannya & Exchange Experience of IMSTEP.

Malang, 5-6 September.

Suparman, S., & Jusuf, N. 2017. The Implementation of

Lesson Study in Universitas Khairun with “Jumping

Task” Method in Biochemistry Course. In Wals

International Symposium. Nagoya University.

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